Educating Deliberate Professionals: Beyond Reflective and Deliberative Practitioners

McEwen, C; Trede, F

Educating Deliberate Professionals: Beyond Reflective and Deliberative Practitioners

McEwen, C

Trede, F

Permalink

Publisher:: Springer International Publishing
Publication Type:: Chapter
Citation:: Educating the Deliberate Professional, 2016, 17, pp. 223-229
Issue Date:: 2016

Closed Access

	Filename	Description	Size
	Binder5.pdf	Published version	354.14 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	McEwen, C https://orcid.org/0000-0002-3121-5114
dc.contributor.author	Trede, F https://orcid.org/0000-0002-6638-2609
dc.date.accessioned	2022-09-22T01:06:24Z
dc.date.available	2022-09-22T01:06:24Z
dc.date.issued	2016
dc.identifier.citation	Educating the Deliberate Professional, 2016, 17, pp. 223-229
dc.identifier.isbn	9783319329567
dc.identifier.uri	http://hdl.handle.net/10453/161978
dc.description.abstract	With this chapter, we highlight contributing authors’ insights into what it means to educate the deliberate professional. We concisely discuss the authors’ common understanding that there is a need to reconcile critique (thinking), participation (doing) and moral responsibility (relating to others) in professional practice and professional education. We also review the book’s main threads: the critique of the current context within which professional education is delivered at university and professional practice is carried out in workplaces; and the alternative view of a professional practice and professional education that addresses and redresses the imbalance between technical know-how, moral stance and collective action. We conclude by considering the challenges and possibilities that lie ahead in further implementing this concept, especially at organisational and societal levels.
dc.language	en
dc.publisher	Springer International Publishing
dc.relation.ispartof	Educating the Deliberate Professional
dc.relation.isbasedon	10.1007/978-3-319-32958-1_15
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Educating Deliberate Professionals: Beyond Reflective and Deliberative Practitioners
dc.type	Chapter
utslib.citation.volume	17
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Accounting Discipline
utslib.copyright.status	closed_access	*
dc.date.updated	2022-09-22T01:06:23Z
pubs.publication-status	Published
pubs.volume	17

Abstract:

With this chapter, we highlight contributing authors’ insights into what it means to educate the deliberate professional. We concisely discuss the authors’ common understanding that there is a need to reconcile critique (thinking), participation (doing) and moral responsibility (relating to others) in professional practice and professional education. We also review the book’s main threads: the critique of the current context within which professional education is delivered at university and professional practice is carried out in workplaces; and the alternative view of a professional practice and professional education that addresses and redresses the imbalance between technical know-how, moral stance and collective action. We conclude by considering the challenges and possibilities that lie ahead in further implementing this concept, especially at organisational and societal levels.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/161978